A Case Study of Resource Reallocation To Implement a Whole School Reform Model and Boost Student Achievement: Parnell Elementary School.Reportar como inadecuado




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This study outlines the redesign of an elementary school, including the cost of the redesign. The school had been placed in the lowest category of the district's accountability system. Redesign meant a new principal, staff, schedule, philosophy, and curriculum. Direct Instruction was selected as the whole-school reform for literacy and math programs, with ability grouping based on Direct Instruction assessments. Four hours of additional instruction were gained by eliminating recess. Two daily block times of 90 minutes and 60 minutes were set aside for uninterrupted literacy instruction. Class size was limited to 18, as opposed to the previous 25. Decisions concerning programs and resources were team based, with a vertical multigrade team and a horizontal team for grade-level issues. A sample schedule allowing for block time and team planning is provided. The financial aspects of these changes are also examined. To fund additional classroom teachers for smaller classes, instructional aides were eliminated, federal Title I dollars were reallocated, federal class-size-reduction funds were used, and extra district funds were gained from extra weighting for every student. Other cuts included the librarian becoming a Direct Instruction facilitator and the forming of a partnership with a community group to provide social- and mental-health services. (RKJ)

Descriptors: Accountability, Educational Change, Elementary Education, School Effectiveness, School Restructuring, School Schedules

Wisconsin Center for Education Research, University of Wisconsin-Madison, 1025 W. Johnson St., Room 653, Madison, WI 53706-1796. Tel:608-263-4260; Web site: http://www.wcer.wisc.edu/cpre.









Autor: Archibald, Sarah; Odden, Allan

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6164&id=ED454625







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